Hastings+Public+Schools

=PROMOTING PEACE THROUGH UNDERSTANDING=

PROJECT DETAILS
//Title: Promoting Peace Through Understanding// //Collaborators: Melanie Haugen and William Ruder// //School and District: Hastings High School - Independent School District 200// //Content Providers:// CILC - Inner Asian and Uralic National Resource Center //Grade level: 10 Subject Areas: Interdisciplinary Social Studies / English// //Time Frame:// Intro. Anticipatory Set (January) but main thrust of project implemented in May 2011


 * MN State Standards Alignment **


 * Social Studies**
 * III. World History
 * C. World Civilizations and Religions, 1500 BC - 700 AD
 * The student will demonstrate knowledge of the history and rise of major world religions
 * E. Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD
 * The student will demonstrate knowledge of Islamic civilization fro about 600 - 1000 AD
 * G. Age of Empires and Revolutions, 1640-1920 AD
 * The student will demonstrate knowledge of the integration of larger territories under regional and global empires.**﻿**
 * **I. The Post-War Period, 1945 AD - Present**
 * **The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts.**
 * **The students will identify challenges and opportunities as we enter the 21st century.**
 * V. Geography
 * C. Spatial Organization
 * The students will explain how the regionalization of space into political units affects human behavior.
 * The students will use regions and the interaction among them to analyze the present patters of economic activity in teh United States and around the world at various scales


 * Language Arts**


 * MEMO Information and Technology Literacy Standards**
 * Inquiry, Research and Problem Solving
 * I. Question
 * A. Students will continually develop and revise meaningful questions as information needs change.
 * B. Students will develop a plan to manage project activities and resources.
 * II. Gather
 * A. Students will understand the various ways that information is organized and be able to find a wide range (print, digital, primary, and other types) of information sources needed to respond to defined questions and needs.
 * B. Students will access information from organizations within and outside of the school or local community environment.
 * C. Students will evaluate the validity of information resources including source, bias, accuracy, relevance, completeness, and purpose.
 * D. Students will seek and consider diverse perspectives while gathering information, collaborating with others, and participating as a member of the community.
 * E. Students will record information using a variety of methods.
 * III. Draw conclusions and offer solutions
 * A. Students will synthesize information and recognize categories, trends and themes across multiple sources, data sets, and conclusions.
 * B. Students will analyze and interpret surveys, interviews, focus groups, artifacts, experiments, or documents.
 * C. Students will determine if evidence supports clear and appropriate conclusions.
 * D. Students will constantly explore, evaluate, and integrate new information sources independently.
 * E. Students will organize information or arguments using critical thinking, problem solving, and decision-making to determine patterns, compare and contrast, and determine cause and effect.
 * IV. Communicate
 * A. Students will recognize the needs of their audience and tailor their message accordingly.
 * B. Students will use the writing process, media and visual literacy and technology skills to create products that express new understandings to an audience.
 * C. Students will work individually and collaboratively to share knowledge.
 * V. Evaluate
 * A. Students will evaluate the product and the process.
 * B. Students will continuously reflect on literacy skills and grow as learners.
 * Expanding Literacies: Read, view, listen and communicate in any format for a variety of purposes
 * I. Foundational knowledge/skills
 * A. Students will read, view, and listen for pleasure and personal growth, exploration, or interest.
 * B. Students will use tools for locating print and electronic materials appropriate for their needs.
 * C. Students will comprehend information gathered from a variety of diverse sources, using different skills required by specific methods of deliver and formats, (i.e. print, digital media, online content, audio and video materials).
 * II. Collaboration
 * A. Students will reflect, share ideas, and/or interact with other in response to books and other media.
 * B. Students will work individually and collaboratively to share knowledge.
 * III. Creativity
 * A. Students will create a product which communicates learning and ideas for a local and global audience, both formally and informally.
 * B. Students will use the writing process and technology skills to create products that express new understandings to an audience.
 * IV. Reflection/Evaluation
 * A. Students will read, view and listen to make connections with self, the world, and previous information.
 * B. Students will evaluate materials with regard to quality, accuracy, currency, bias, purpose, message and audience.
 * C. Students will reflect on literacy skills and grow as learners, adapting to changes in information formats.

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?//

The theme for the project is the promotion of understanding between cultures and the development of global citizenship and responsibility. To locate our sortcomings, we will study the perception the world has of America and the perception Americans have of other cultures. A rich study of history's cause and effect in relation to complex cultural issues including politics, power, and religion will be an emphasis. Students will be focusing on the Middle East, but the goal is for students to desire to have a broad global awareness. This learning experience will climax with a student-driven call to action project.

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?//

How can we live at peace in a cultural-diverse and often hostile world? How can we authentically learn about other cultures? What is my role as a global citizen?

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?//

Define products and artifacts early in the project, during the project, and at the end of the project. Include criteria for assessment with each product. Products and artifacts should align with the standards and outcomes for the project.


 * Introductory Activity/Anticipatory Set: Students will create a newspaper filled with articles on stereotypes. The focus will be the on stereotypes that are placed us at various levels (American, Minnesota, Hastings, social groups). Research will be conducted that will include interviews. The newspapers will be organized by students. Article topics will be determined by collaborative effort of editors and writers.
 * Pillars of Our Lives - Jigsaw Research
 * Student driven call to action... (in progress)

MAP THE PROJECT
//How will the project be organized?//

Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. Summarize what students will need to know, how, and when they will learn the necessary knowledge and skills to be able to complete the tasks successfully. List the project tools that you will use. Products and tasks should give all students the opportunity to demonstrate what they have learned.


 * 1) Stereotypes Publication
 * View and Listen to Speech: "Chimamanda Adichie: The Danger of a Single Story" []
 * Create an investigation of debunking various stereotypes... (fill in here)
 * 1) History of the Middle East
 * Early Religious and political
 * Post WWI (Versailles) - nation building
 * Creation of Israel 1948
 * wars and contemporary issues
 * history of terrorism
 * 1) Pillars of Our Lives
 * Brainstorm the ?????
 * 1) Culture Research
 * //Three Cups of Tea// by Greg Mortenson
 * Video Conference with Inner Asian and Uralic National Resource Center
 * Skype Video Conference with //Pennies For Peace// Director
 * Guest Speakers
 * Pakistani Immigrants
 * Other Speakers TBD
 * Connect with Middle East students (electronic pen pals)
 * 1) Call to Action Project
 * Student led, defined and driven in response to the central questions: How can we live at peace in a cultural-diverse and often hostile world? What is my role as a global citizen?

MANAGE THE PROCESS
//How will you manage and facilitate this project?//

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Summarize how you and your students will reflect on and evaluate this project. Facilitation should incorporate collaborative and student-centered activities.

=PROJECT RESOURCES=

Videoconference Lesson Plan

 * Content Provider**

Inner Asian & Uralic National Resource Center [|http://www.indiana.edu/~iaunrc/]

Documents
Upload as a word document or lesson plan.



Media Files
Includes images, video and audio.

Web Resources

 * Project-Based Learning**

Buck Institute for Education http;//www.bie.org


 * Videoconferencing Resources**

CILC: Center for Interactive Learning and Collaboration @http://www.cilc.org/

Project, Problem, and Inquiry-Based Learning @http://eduscapes.com/tap/topic43.htm


 * Greg Mortenson/ Central Asia Institute/ Three Cups of Tea/ Pennies for Peace**

Greg Mortenson's Blog @http://gregmortenson.blogspot.com/

Bill Moyers Interview with Greg Mortenson @http://www.pbs.org/moyers/journal/blog/2010/01/peace_through_education.html

Central Asia Institute @https://www.ikat.org/2008/12/17/orion-2008/

Three Cups of Tea @http://www.threecupsoftea.com/

Pennies for Peace @http://www.pearsonfoundation.org/penniesforpeacetoolkit/


 * Global Peace Education**

Empower Peace @http://www.empowerpeace.org/

Global Gallery @http://www.tigweb.org/youth-media/gg/

Middle East Peace Education @http://www.mideastweb.org/education.htm

Peace through Education @http://www.peacethrougheducationfilm.com/

Seeds of Peace @http://www.seedsofpeace.org/